I'm a freshman at Bloomsburg, and I am majoring in mid-level math education. I ran cross-country and track in high school, and I enjoy working out and spending time with my friends. As a student, I take my classes very serious and spend much time studying and doing my homework. In the classroom, I am a visual learner. It helps me to have visual guides and handouts, rather than just listen to a long lecture. I am more of an individual learner and prefer to work alone rather than in groups. Outside of class, when I am doing my schoolwork, I work best in a quiet environment. This helps me to focus better and not become distractred.
Below are the goals for my Foundations of College Writing Course.
For each goal, I've selected work that demonstrates how I addressed that goal during the course,
and explained how, citing specific examples from my work.
Goal
My Work
My explanation
Goal A - Students will be able to compose
for particular audiences and purposes
An example of a piece of my writing from this
semester that is written for particular audiences
and purposes is my interview assignment with
a science professor.
For this paper, I interviewed a science professor because I, too, hope to teach science. I wrote this as a school essay
with a thesis, intro, body, and conclusion and made sure to
incorporate the 3 INs(introduce, insert, and interpret) for each
point. I addressed Goal A in this piece of writing by following
PAGE (purpose, audience, genre, and engagement). My
purpose (to learn of the writing that is involved in teaching
science) was addressed in my thesis statement in my intro,
throughout my body paragraphs with different examples, and
restated in the conclusion. My audience (my professor, my
other colleagues, other future science teachers, and anyone
else interested in the writing that a science teacher does)
was reflected in how I presented the information that I
gathered from the interview. The genre was a school essay
format.Engagement, the effect on the author themself, was
shown when I mention the large amount of writing that
is used in this major that I never took the time to consider
before. As a student who is still transitioning from high
school to college writing classes, this assignment really
helped me progress as a writer. Before PAGE, I never really
took into consideration the audience that I was writing for. I
learned that a piece of writing is much more effective if you
use a style and language that is more relevant to the people
who will read it. I also learned how to improve on writing a
thesis so that I state my purpose for the paper and also
preview on main topics that I will further address.
Goal B - Students will be able to compose using
language and conventions appropriate to genre
One of my genres that I wrote for my project on Lucille Ball that displays an
appropriate use of grammar, writing style, and content is my advice column.
My topic for my main project in this class is Lucille Ball and the ways that she influenced people, places, and society.
One of the major subjects that Lucille Ball impacted in her lifetime was women- including their role in society and the
role of mothers in the workforce. I chose an advice column as an appropriate genre to display this influence. In this
genre, I had two separate females write in to Lucy's advice column. The first was a soon-to-be mother who loves her
job as a secretary and does not want to forfeit her position because she is having a child. Since Lucille Ball exemplified
the role of a working mother and was very successful, she suggested that the woman keep her job because it would make her happy
and would not affect her parenting skills. The second girl that wrote in was a teenager who recently got accepted to Yale Drama School,
but her parents will not give her permission to go because they believe it is her job to get married and be a domestic housewife. Lucy
had the opportunity to go to drama school as a young teen so she suggests that the girl reasons with her parents to let her try it out for a
few months and to live with no regrets.
In this genre, I made sure to include the characteristics (what to include) and the criteria (how to make it good) of an advice column. I made
sure to offer suggestions and not just tell someone what to do, to include a main topic or concern for each person writing in, and to make my responses
relatable and practical. Also, through this genre, I demonstrated the use of L.O.V.E (language, organization, voice, evidence). For language, I wrote as
if it were a conversation, which required informal wording. For organization, I set up my advice column as it would appear in a newspaper. It has columns and
the people writing in write a short segment explaining their dilemma and the Lucy
answers right after that. The words and picture are all aligned to appear more professional and authentic. For voice, I included Lucy's spunky attitude in her
replies to sound as she would. For evidence, I used footnotes to cite the information about Lucy's pregnancies. I've never really had to analyze other forms of writing
before this class because I'm so used to only writing papers, so as a writer I definitely progressed in my openness to other forms of writing and my
understanding of the different components that the different forms need to include.
Goal C - Students will be able to read, select, and use
evidence critically to formulate and support arguments
The use of my FAQ-I sheets to formulate my argument for my
professional journal article
A major requirement of this writing class is a ten page journal article that models an article in a journal from our major. In my article, I decided to present another
way of interpreting the life of Lucille Ball. Previous research on her has mainly focused on the positive events in her life that led to her success and her
personality. They neglected, however, to point out the unfortunate events in her life that greatly contributed to her character and her success in her careers, so this
is what I decided to research for my article. As a prerequisite to writing this, I recorded the information that I found that would be useful in an FAQ-I sheet. This is
a prewriting strategy for organizing the information that you find. It includes facts, how the facts will be useful to your argument, questions that you may have about
the facts or what you'd further like to explore, and an integrations sections that includes where you would like to use this information. I read my sources, selected
important information, and used this information and sources as evidence in my article to support my argument.
I've learned many brainstorming and prewriting strategies before, such as making a
brainstorming web or doing a quick-write, but I found these FAQ-I sheets to be the most useful by far. They are very organized and allow you to preview your entire
paper before you even begin to write by thinking of where the information that you found would best fit. As a result, I feel that my article was very well planned out
and organized. I progressed as a writer through the FAQ-I sheets and also through
writing an article that models my major because now I have a new prewriting strategy that can be applied in my future, and I also know what to expect in an education journal article.
Goal D - Students will be able to interpret and compose in
a variety of media and print/non-print genres
My travel brochure to Jamestown, NY is my favorite example that I
wrote using a different style/genre.
Out of all of my genres that I composed, I especially liked creating my travel brochure to Jamestown, NY. To do this, I first needed to interpret the qualities that were included
in a travel brochure including the main features/attractions, pictures, contact information, different colors and sizes-visuals, and word alignment to look more
professional or authentic. I incorporated C.R.A.P (contrast, repetition, alignment, proximity) in this genre. For contrast, I used very different colors and sizes to make it
stand out and draw attention to important information. For repetition, I repeated the
colors red and black frequently because those are colors that come to mind to many
when they think of Lucy. I also include a reoccurring heart shape theme and have each
heading in a box. For alignment, I made sure that each picture and shape and header lines up with the text to give it a professional and authentic look. For proximity, each
column contains information that is grouped together to to appear as one. I progressed as a writer when writing this brochure because it allowed me to use the information that
I found in a creative and visual way. It also helped me to focus on my audience more than I normally would because I'm trying to attract the audience to visit Jamestown,
so it is a critical part to this genre.
Goal E - Students will be able to describe and apply
appropriate writing processes, both individually
and in collaborative contexts
The revision sheets, peer review sheets/sessions, and the many
drafts of each piece of writing are good examples of this goal.
Writing is a continuous process that includes many steps that must be done to reach the finished product. These revisions should be done individually as well as with your
peers. For each genre that was written, a peer review process was done in class with one other person. This allowed for another person's feedback and opinions and
comments on your work so that you knew what you were doing write and what you could improve on. From the feedback from my teacher and my peers, as well as my
own input on what I could change, I completed multiple revision sheets with what I originally had and what I changed it to. This prevents repetition of similar mistakes in
the future. I used the revisions from my revision sheet and went back to my draft to fix
it. This process was done until I could no longer find any errors or corrections. As a
writer, this step helped me to progress with my editing skills and really look deeper into
what I could change about the content and not just the grammar part of it.
I'm a freshman at Bloomsburg, and I am majoring in mid-level math education. I ran cross-country and track in high school, and I enjoy working out and spending time with my friends. As a student, I take my classes very serious and spend much time studying and doing my homework. In the classroom, I am a visual learner. It helps me to have visual guides and handouts, rather than just listen to a long lecture. I am more of an individual learner and prefer to work alone rather than in groups. Outside of class, when I am doing my schoolwork, I work best in a quiet environment. This helps me to focus better and not become distractred.
EpsaroComp1Quest
EpsaroMultipleIntelligencesSurvey
EpsaroInterviewAssignment and Article
EpsaroPAGEProfGenre
EpsaroTopicTalk 1
EpsaroTopicTalk 2
Epsaro Two Questions Comparing Topics
Epsaro Writing Analysis Strat II
Epsaro Writing Analysis Strat III (8 copies)
Epsaro Writing Analysis Strat II (Usain Bolt)
Epsaro Writing Analysis Strat III Usain Bolt (8 copies)
Epsaro-paraphrasing
Epsaro-Genre Examples 1 (professional article and diary entry)
EpsaroFAQsheets (10)
Epsaro Topic to Problem
Epsaro Topic. narrow-broaden
Epsaro-Genre Examples 2 (magazine and and slideshow)
Epsaro Timeline Genre (1)/examples/characteristics/criteria
Epsaro problem statement and literature review
Epsaro Revision Sheet-Genre 1-timeline
Epsaro Revised Genre 1-timeline
Epsaro Revision Sheet-professional journal 1
Epsaro Revised Professional journal 1
Epsaro Advice Column Genre (2)/examples/characteristics/criteria
Epsaro Revision Sheet Genre 2-advice column
Epsaro Revised Advice Column
Epsaro-professional genre step 2
Epsaro Revision Sheet-professional journal 2
Epsaro Travel Brochure Genre (3) examples,characteristics,criteria
Epsaro ROMP packaging and synthesis
Epsaro Revision Sheet-brochure
Epsaro ROMP presentations
Epsaro Announcement Genre (4) examples, characteristics, criteria
Epsaro Announcement revision sheet
Epsaro Portfolio Reflection
Epsaro Portfolio Reflection Revision Sheet
Epsaro Course Goals Synthesis
Epsaro literature circles
https://bolt.bloomu.edu/d2l/eP/presentations/presentation_preview_popup.d2l?presId=27750&ou=6619&contextId=27750
Below are the goals for my Foundations of College Writing Course.
For each goal, I've selected work that demonstrates how I addressed that goal during the course,
and explained how, citing specific examples from my work.
for particular audiences and purposes
semester that is written for particular audiences
and purposes is my interview assignment with
a science professor.
with a thesis, intro, body, and conclusion and made sure to
incorporate the 3 INs(introduce, insert, and interpret) for each
point. I addressed Goal A in this piece of writing by following
PAGE (purpose, audience, genre, and engagement). My
purpose (to learn of the writing that is involved in teaching
science) was addressed in my thesis statement in my intro,
throughout my body paragraphs with different examples, and
restated in the conclusion. My audience (my professor, my
other colleagues, other future science teachers, and anyone
else interested in the writing that a science teacher does)
was reflected in how I presented the information that I
gathered from the interview. The genre was a school essay
format.Engagement, the effect on the author themself, was
shown when I mention the large amount of writing that
is used in this major that I never took the time to consider
before. As a student who is still transitioning from high
school to college writing classes, this assignment really
helped me progress as a writer. Before PAGE, I never really
took into consideration the audience that I was writing for. I
learned that a piece of writing is much more effective if you
use a style and language that is more relevant to the people
who will read it. I also learned how to improve on writing a
thesis so that I state my purpose for the paper and also
preview on main topics that I will further address.
language and conventions appropriate to genre
appropriate use of grammar, writing style, and content is my advice column.
One of the major subjects that Lucille Ball impacted in her lifetime was women- including their role in society and the
role of mothers in the workforce. I chose an advice column as an appropriate genre to display this influence. In this
genre, I had two separate females write in to Lucy's advice column. The first was a soon-to-be mother who loves her
job as a secretary and does not want to forfeit her position because she is having a child. Since Lucille Ball exemplified
the role of a working mother and was very successful, she suggested that the woman keep her job because it would make her happy
and would not affect her parenting skills. The second girl that wrote in was a teenager who recently got accepted to Yale Drama School,
but her parents will not give her permission to go because they believe it is her job to get married and be a domestic housewife. Lucy
had the opportunity to go to drama school as a young teen so she suggests that the girl reasons with her parents to let her try it out for a
few months and to live with no regrets.
In this genre, I made sure to include the characteristics (what to include) and the criteria (how to make it good) of an advice column. I made
sure to offer suggestions and not just tell someone what to do, to include a main topic or concern for each person writing in, and to make my responses
relatable and practical. Also, through this genre, I demonstrated the use of L.O.V.E (language, organization, voice, evidence). For language, I wrote as
if it were a conversation, which required informal wording. For organization, I set up my advice column as it would appear in a newspaper. It has columns and
the people writing in write a short segment explaining their dilemma and the Lucy
answers right after that. The words and picture are all aligned to appear more professional and authentic. For voice, I included Lucy's spunky attitude in her
replies to sound as she would. For evidence, I used footnotes to cite the information about Lucy's pregnancies. I've never really had to analyze other forms of writing
before this class because I'm so used to only writing papers, so as a writer I definitely progressed in my openness to other forms of writing and my
understanding of the different components that the different forms need to include.
evidence critically to formulate and support arguments
professional journal article
way of interpreting the life of Lucille Ball. Previous research on her has mainly focused on the positive events in her life that led to her success and her
personality. They neglected, however, to point out the unfortunate events in her life that greatly contributed to her character and her success in her careers, so this
is what I decided to research for my article. As a prerequisite to writing this, I recorded the information that I found that would be useful in an FAQ-I sheet. This is
a prewriting strategy for organizing the information that you find. It includes facts, how the facts will be useful to your argument, questions that you may have about
the facts or what you'd further like to explore, and an integrations sections that includes where you would like to use this information. I read my sources, selected
important information, and used this information and sources as evidence in my article to support my argument.
I've learned many brainstorming and prewriting strategies before, such as making a
brainstorming web or doing a quick-write, but I found these FAQ-I sheets to be the most useful by far. They are very organized and allow you to preview your entire
paper before you even begin to write by thinking of where the information that you found would best fit. As a result, I feel that my article was very well planned out
and organized. I progressed as a writer through the FAQ-I sheets and also through
writing an article that models my major because now I have a new prewriting strategy that can be applied in my future, and I also know what to expect in an education journal article.
a variety of media and print/non-print genres
wrote using a different style/genre.
in a travel brochure including the main features/attractions, pictures, contact information, different colors and sizes-visuals, and word alignment to look more
professional or authentic. I incorporated C.R.A.P (contrast, repetition, alignment, proximity) in this genre. For contrast, I used very different colors and sizes to make it
stand out and draw attention to important information. For repetition, I repeated the
colors red and black frequently because those are colors that come to mind to many
when they think of Lucy. I also include a reoccurring heart shape theme and have each
heading in a box. For alignment, I made sure that each picture and shape and header lines up with the text to give it a professional and authentic look. For proximity, each
column contains information that is grouped together to to appear as one. I progressed as a writer when writing this brochure because it allowed me to use the information that
I found in a creative and visual way. It also helped me to focus on my audience more than I normally would because I'm trying to attract the audience to visit Jamestown,
so it is a critical part to this genre.
appropriate writing processes, both individually
and in collaborative contexts
drafts of each piece of writing are good examples of this goal.
peers. For each genre that was written, a peer review process was done in class with one other person. This allowed for another person's feedback and opinions and
comments on your work so that you knew what you were doing write and what you could improve on. From the feedback from my teacher and my peers, as well as my
own input on what I could change, I completed multiple revision sheets with what I originally had and what I changed it to. This prevents repetition of similar mistakes in
the future. I used the revisions from my revision sheet and went back to my draft to fix
it. This process was done until I could no longer find any errors or corrections. As a
writer, this step helped me to progress with my editing skills and really look deeper into
what I could change about the content and not just the grammar part of it.
My Weekly Assignments
My Drafts and Revisions
FINAL COPY AFTER REVISIONS
FINAL REVISION SHEET FOR PROFESSIONAL GENRE
FINAL DRAFT FOR PROFESSIONAL GENRE
FINAL DRAFT
FINAL DRAFT
Final version of my project - scrapbook